Executive Function in high intellectual ability (HIA), attention deficit hyperactivity Disorder (ADHD), twice exceptionality (HIA-ADHD) and average intelligence

Introduction. As a result of similar behavioral manifestations across populations, the conspicuous diagnostic confusion of high intellectual ability (HIA) and Attention Deficit Hyperactivity Disorder (ADHD) is often reported. Approaching Executive Functions as underlying processes can assist in distinguishing the two conditions. The principal aim of this study is to analyze functions of planning, cognitive flexibility, decision-making, working memory, verbal fluency, inhibition and attention in students with HIA, ADHD, twice exceptionality (HIA-ADHD) and students of average intelligence in order to determine distinct profiles for each population. Method. Quantitative, descriptive and cross-sectional ex-post-facto study. Eighty primary school students aged 7-10 took part. They were divided into four groups. Test Battery for Assessment of Executive Functions BANFE-2 and Conners Continuous Performance Test CPTII were used. The results were analyzed using the Statistical Package for the Social Sciences SPSS v24. Descriptive data and Kruskal-Wallis test are shown for differences between groups. Results. Cognitive flexibility, verbal fluency, verbal working memory, inhibition and attention functions show some differences across groups with the Kruskal-Wallis test. The populations were not, however, clearly distinct. Discussion and Conclusion. In aggregate, executive functions show mutivariability. This makes it difficult to clearly distinguish populations. It is essential that future research should consider individual executive functions.